Facilitator GuideThis guide is a guide to day 2 of the three day training.
This guide is a guide to the day 2 of the 3 day training that will be held for the teachers of Conewago Valley School District (grades K-3) for the Houghton Mifflin Reading Series.
Goal: By the end of this training day, the teachers will have a knowledge base of the components of HM and how to use them successfully.
The purpose of this training day is to provide the teachers with a knowledge base of each component of Houghton Mifflin and how it is used. They need to be comfortable enough to create lesson plans and use HM as a guide to teach the district's curriculum. At the end of this training day, the learners will be able to:
-have a deeper knowledge of each component of HM.
-understand how each component works together.
-be able to work together to create consistency among their grade level.
Audience The audience will remain the same throughout the training. However, there will be seperate trainings for each grade level. All grade levels will cover the same concepts and ideas but it will be based around their specific manuals and materials. Most teachers are new to Houghton Mifflin and have very little knowledge of it components. Some teachers did pilot the series for a period six weeks and have some knowledge of the components. A few teachers have used this reading series at other school districts and are very comfortable with the components.
Materials
Facilitator:
Facilitator Guide
Notes outlining each component for the facilitators
A set of Houghton Mifflin materials to use during the demonstration
Mini lesson materials
"Ideal Lesson Plans" to show teachers
Materials for teachers to make sample lesson plans
Evaluation Measures (survey and copy of rubric)
Learner:
Outline of topics with space for notes
Copies of "Ideal Lesson Plans"
Sample lesson plan materials
Survey and copy of rubric
Preparation for training
Be sure that the computer and data projector work. Have the desks put in groups. Have components laid out in order of discussion.
This training should last approximately 6 hours. Time should allow for:
30 minutes: Introductions and Purpose 20-30 minutes: Discuss concerns that need to be addressed during the training 1 hour: Discussion/demonstration of the following topics: (prototype shown here)
Theme Overview
Cross Curricular Activities
Daily Lesson Plans (how to use)
Assessments
Guided Reading Books/Groups
Above Level
On Level
Below Level
Language Support
Daily Routines
Phonics, Spelling, Grammar, and Writing instruction
Phonics LIbrary
Skills covered each week
15 Minutes: Break 30 Minutes: Questions 30 Minutes: Discussion based on these questions:
How do see these pieces fitting into what you already do?
What is the best way to begin to plan?
How do these pieces relate to each other?
Lunch Break
20 Minutes: Mini lesson 30 Minutes: Lesson plan examples 10 Minutes: Discussion about lesson plans 45 Minutes: Develop sample lesson plans as a group and share/discuss 45 Minutes: Exploration of materials and questions 15 Minutes: Course Evaluation (Survey and discussion of observation rubric)
Equipment Needed
On this day of the training, a classroom that is equiped with a computer and a data projector. This will be used to display the prototype. The teachers will each need a desk of their own and the desks will need to be in groups. Each group of teachers will need copies of the Ideal Lesson Plans in order to help guide them in their sample lesson plans. Each group of teachers will also need a set of manuals and supplemental materials.
Training
Introductions and Purpose
Concerns that need to be address
Discussion and demo of the following topics
Theme Overview
Cross Curricular Activities
Daily Lesson Plans (how to use)
Assessments
Guided Reading Books
Above Level, On Level, Below Level
Language Support
Daily Routines
Spelling, Grammar, and Writing Instruction
Phonics Instruction (Prototype shown here)
Target Skills Covered each week
Questions
Discussion questions
How do see these pieces fitting into what you already do?
What is the best way to begin to plan?
How do these pieces relate to each other?
Mini Lesson: Guided Reading
Lesson Plan Examples and discussion
Develop Lesson plans
Exploration of Materials
Course Evaluation
Evaluation
After Day 2 of training, the teachers will be expected to complete the following survey:
Rate this training on a scale of 1 to 5.
State one thing you liked best about the training today.
What would you have changed about this training?
What was the most important thing you learned from the training today?
Do you feel more comfortable with the reading series? Are you ready to use it in your classroom?
What do you feel that you still need more information about in order to be successful with the program?
3=agree 2=neutral 1=disagree
1. This course was relevant to what I do on the job. _
2. I was able to master the objectives. _
3. The training gave me practical information.
4. The mini-lessons were useful. _
5. We had time to complete all training activities. _
6. The course was well organized. _
Additional Comments:
After the teachers have the opportunity to take what they have learned and implement it in their classrooms, they will observed. An administrator will use the following rubric and assess the learning.
The administrator will be looking for these things:
a. Proof that the teacher has knowledge of all of the materials needed to teach the district’s curriculum.
b. Is the teacher utilizing the proper components to teach the curriculum?
c. Are the students successful in the classroom?
d. Is all of the material being covered?
Rubric: Implementing Houghton Mifflin
Created by Jennifer Selby
Name Date
3
2
1
Preparation
The teacher was well prepared for the lesson.
Teacher was semi-prepared and planning was obviously lacking.
Teacher was not prepared. No planning was evident.
Knowledge of components
Teacher showed mastery of knowledge of each component of the series.
Teacher showed some knowledge of each component of the series.
Teacher showed little to no knowledge of each component of the series.
Use of components
All components were used properly.
Some components were used properly.
Or
All components were used but some were not used properly.
Components were not used.
Or
Some components were used but were not used properly.
Student Success
All to Most Students were successful in meeting the objectives of the lesson.
Some students were successful in meeting the objectives of the lesson.
Little to No students were successful in meeting the objectives of the lesson.
Facilitator Guide This guide is a guide to day 2 of the three day training.
This guide is a guide to the day 2 of the 3 day training that will be held for the teachers of Conewago Valley School District (grades K-3) for the Houghton Mifflin Reading Series.
Goal: By the end of this training day, the teachers will have a knowledge base of the components of HM and how to use them successfully.
The purpose of this training day is to provide the teachers with a knowledge base of each component of Houghton Mifflin and how it is used. They need to be comfortable enough to create lesson plans and use HM as a guide to teach the district's curriculum. At the end of this training day, the learners will be able to:
-have a deeper knowledge of each component of HM.
-understand how each component works together.
-be able to work together to create consistency among their grade level.
Audience
The audience will remain the same throughout the training. However, there will be seperate trainings for each grade level. All grade levels will cover the same concepts and ideas but it will be based around their specific manuals and materials. Most teachers are new to Houghton Mifflin and have very little knowledge of it components. Some teachers did pilot the series for a period six weeks and have some knowledge of the components. A few teachers have used this reading series at other school districts and are very comfortable with the components.
Materials
Facilitator:
Learner:
Preparation for training
Be sure that the computer and data projector work. Have the desks put in groups. Have components laid out in order of discussion.
This training should last approximately 6 hours. Time should allow for:
30 minutes: Introductions and Purpose
20-30 minutes: Discuss concerns that need to be addressed during the training
1 hour: Discussion/demonstration of the following topics: (prototype shown here)
Theme Overview
Cross Curricular Activities
Daily Lesson Plans (how to use)
Assessments
Guided Reading Books/Groups
Above Level
On Level
Below Level
Language Support
Daily Routines
Phonics, Spelling, Grammar, and Writing instruction
Phonics LIbrary
Skills covered each week
15 Minutes: Break
30 Minutes: Questions
30 Minutes: Discussion based on these questions:
How do see these pieces fitting into what you already do?
What is the best way to begin to plan?
How do these pieces relate to each other?
Lunch Break
20 Minutes: Mini lesson
30 Minutes: Lesson plan examples
10 Minutes: Discussion about lesson plans
45 Minutes: Develop sample lesson plans as a group and share/discuss
45 Minutes: Exploration of materials and questions
15 Minutes: Course Evaluation (Survey and discussion of observation rubric)
Equipment Needed
On this day of the training, a classroom that is equiped with a computer and a data projector. This will be used to display the prototype. The teachers will each need a desk of their own and the desks will need to be in groups. Each group of teachers will need copies of the Ideal Lesson Plans in order to help guide them in their sample lesson plans. Each group of teachers will also need a set of manuals and supplemental materials.
Training
Evaluation
After Day 2 of training, the teachers will be expected to complete the following survey:Rate this training on a scale of 1 to 5.
State one thing you liked best about the training today.
What would you have changed about this training?
What was the most important thing you learned from the training today?
Do you feel more comfortable with the reading series? Are you ready to use it in your classroom?
What do you feel that you still need more information about in order to be successful with the program?
3=agree 2=neutral 1=disagree
1. This course was relevant to what I do on the job. _
2. I was able to master the objectives. _
3. The training gave me practical information.
4. The mini-lessons were useful. _
5. We had time to complete all training activities. _
6. The course was well organized. _
Additional Comments:
After the teachers have the opportunity to take what they have learned and implement it in their classrooms, they will observed. An administrator will use the following rubric and assess the learning.
The administrator will be looking for these things:
a. Proof that the teacher has knowledge of all of the materials needed to teach the district’s curriculum.
b. Is the teacher utilizing the proper components to teach the curriculum?
c. Are the students successful in the classroom?
d. Is all of the material being covered?
Rubric:
Implementing Houghton Mifflin
Created by Jennifer Selby
Name Date
Or
All components were used but some were not used properly.
Or
Some components were used but were not used properly.